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No portion of this publication may be reproduced by any means, including duplicating, photocopying, electronic, mechanical, recording, the World Wide Web, e-mail, or otherwise, without written permission from the publisher. www.all-about-spelling.com Copyright © 2009 by Takeaway Press Printed in the United States of America v. 1.0 ____________________________ Editor: Renée LaTulippe Layout and Cover Design: Dave LaTulippe Contents 1 Preparing for Level Five Gather the Materials................................................................................................................ 3 Set Up the Spelling Review Box.............................................................................................. 4 Familiarize Yourself with the New Phonograms..................................................................... 5 Organize the Letter Tiles......................................................................................................... 6 Learn How to Handle Troublemakers.................................................................................... 8 Learn About Spelling Strategies............................................................................................ 10 Discover What’s New in Level Five...................................................................................... 12 Step 1: Step 2: Step 3: Step 4: Step 5: Step 6: Step 7: Step 8: Step 9: Step 10: Step 11: Step 12: Step 13: Step 14: Step 15: Step 16: Step 17: Step 18: Step 19: Step 20: Step 21: Step 22: Step 23: Step 24: Step 25: Step 26: Step 27: Step 28: 2 Complete Step-by-Step Lesson Plans Warming Up.......................................................................................................... 15 /kt/ Spelled CT...................................................................................................... 21 Clues for /shŭn/ Words, Part 1.............................................................................. 27 Words Ending in SS.............................................................................................. 33 Clues for /shŭn/ Words, Part 2.............................................................................. 39 Ways to Spell /shŭn/.............................................................................................. 45 /eks/and/egz/ Spelled EX.................................................................................... 49 The Sound of /ŭff/ Spelled OUGH...................................................................... 53 OR in Unaccented Syllables................................................................................... 59 Ways to Spell /er/................................................................................................... 63 I-Before-E Generalization, Part 1.......................................................................... 67 I-Before-E Generalization, Part 2.......................................................................... 73 Ways to Spell /eˉ/.................................................................................................... 79 More Words with Silent E..................................................................................... 83 More Words with /z/ Spelled S............................................................................. 87 Make It Plural Book............................................................................................... 91 Plurals of Words Ending in F and FE................................................................... 93 Plurals of Words Ending in O............................................................................... 97 Words Ending in /ij/............................................................................................ 103 The Sound of /o–o/ Spelled UI............................................................................. 107 The Sound of /n/ Spelled GN........................................................................... 111 The Doubling Rule.............................................................................................. 115 AR in Unaccented Syllables................................................................................. 121 /awt/ Spelled OUGHT and A Followed by L..................................................... 125 More Words with Long E Spelled EA................................................................ 129 The Sound of /ŭ/ Spelled OU.............................................................................. 133 The /er/ of Journey................................................................................................ 137 Ways to Spell /er/................................................................................................. 141 3 Appendices Appendix A: Phonograms Taught in Level Five................................................................. 147 Appendix B: Scope and Sequence of Level Five.................................................................. 149 Appendix C: Words Taught in Level Five.......................................................................... 151 Gather the Materials Following is the list of materials you will need for teaching Level Five: Material Packet for Level Five Set of All About Spelling Letter Tiles Index card box Yellow colored pencil Lined notebook paper Dictionary Phonogram CD-ROM You will also need these items from your student’s Level Four Spelling Review Box: Phonogram Cards 1-65 Sound Cards 1-77 Key Cards 1-22 The following items are optional: Stickers or colored pencils for the Progress Chart Letter tile magnets Magnet board Gather the Materials 3 Familiarize Yourself with the New Phonograms In Level Five, seven new phonograms will be taught through hands-on work with the letter tiles and review with the flashcards. Your student will learn to hear the individual sounds in words and how to represent those sounds with the phonograms. Practice saying the sound(s) before teaching them in the lesson. By doing so, you will be able to accurately model the sounds of the phonograms for your students. Listening to the Phonogram CD-ROM is the quickest way to learn the sounds. You will see a key word printed on the back of each Phonogram Card. The key word is there to help trigger your memory when you are working with your student. With the exception of the phonograms that spell /er/, do not teach the key word to your student. It is there for your use as the teacher, not for the student to memorize. We want the student to make an instant connection between seeing the phonogram and saying the sound. Requiring key words such as “/n/ as in knee” or illustrating the phonograms with pictures will slow down the formation of that connection. The following phonograms are taught in Level Five: si ie oughui gn our ci Generalizations and rules are taught to help the student choose the correct phonogram to represent the sound. Familiarize Yourself with the New Phonograms 5 Step 3 - Clues for /shŭn/ Words, Part 1 In this lesson, your student will learn more words ending in tion and how to alphabetize to the fourth letter. You will need: Alphabetizing Word Sheet Part 3, Spelling Strategies Chart, Word Bank for TION, Word Cards 11-20 Cut apart the words on Part 3 of the Alphabetizing Word Sheet before beginning this lesson. Review New Teaching Phonogram Cards Sound Cards Key Cards Word Cards Alphabetize to the Fourth Letter Take out the words from Part 3 of the Alphabetizing Word Sheet, which you cut apart earlier. Set out the following words: knight If your student has any trouble with this concept, you can underline the fourth letter of the word. This helps students focus on the correct letter. knit knife “Let’s alphabetize these words. The first three letters in each word are the same, so what do you think we should do?” Look at the fourth letter. “Right. Look at the fourth letter in each word, and tell me which word would come first.” Knife. “Good. Put these three words into alphabetical order.” Lay out the rest of the words and have your student alphabetize them. Step 3: Clues for /shŭn/ Words, Part 1 27 New Teaching (continued) Introduce Two Ways to Spell /shŭn/ Build the word section. In the vast majority of words, /shŭn/ is spelled ti-o-n or si-o-n. Much less frequently, the sound of /shŭn/ is spelled: s e c ti o n Point to ti-o-n. “You’ve already learned that the most common way to spell /shŭn/ is ti-o-n.” “The second way to spell /shŭn/ is si-o-n.” si o n “This spelling is used in words like session.” s e s si o n • ci-o-n (in the words coercion and suspicion) “So we have two ways to spell the syllable /shŭn/ at the end of a word. Luckily, there are clues that can help us figure out which spelling to use.” • xi-o-n (in the word complexion) “Let’s see if you can figure out the first clue.” A very similar sound is spelled ci-a-n in words like physician and electrician. These words will be taught in Level Six. Teach Clue #1 for Spelling /shŭn/ Take out Word Cards 11-20. Show Word Card 11 to your student. “This word is objection. The base word for objection is object.” Now have your student identify and say the base words for the remaining cards. They are as follows: connect protect educate invent elect celebrate intent direct infect “What is the last sound you hear in each of the base words?” /t/. “How is /shŭn/ spelled in all of these words?” Ti-o-n. “Right. So what do you think the first clue is for spelling /shŭn/?” Find the base word. If it ends in /t/, we use ti-o-n. 28 Step 3: Clues for /shŭn/ Words, Part 1 New Teaching (continued) Teach Clue #2 for Spelling /shŭn/ Build the word information with letter tiles. i n f or m a ti o n Point to the ending a-ti-o-n. “Many words end with /a–shŭn/. Repeat these words after me and listen for the ending /a–shŭn/: information, vacation, nation, location.” Student listens and repeats. Over 700 words end in /a–shŭn/ spelled a-ti-o-n. “If a word ends in /a–shŭn/, it is spelled a-ti-o-n. That’s our second clue.” “Spell the word combination.” Student spells the word on paper or with tiles. “Good. You heard the ending /a–shŭn/, and you spelled it a-ti-o-n.” “Today you learned two clues for spelling the sound of /shŭn/. Both of these clues tell you when to use ti-o-n. We’ll talk about the clue for when to use si-o-n in a later lesson.” Practice Spelling Strategies Keep the Spellng Strategies Chart handy during spelling lessons so your student can refer to it whenever necessary. Take out Word Cards 11-20 and the Spelling Strategies Chart. Cover Strategies #5 and #6 as they have not yet been taught. Have your student study the words and use whichever spelling strategies are helpful to him. Focus on the first four strategies. Here are some suggestions: objection What letter is used for the /j/ sound? connection Notice that the n is doubled, keeping the first o short. education Pronounce for spelling. In normal speech, the d sounds like a j. celebration Notice that the /s/ sound is spelled with a c. Also, the second e is short, but may have an /uh/ sound because it is in an unaccented syllable. Pronounce for spelling. Step 3: Clues for /shŭn/ Words, Part 1 29 New Teaching (continued) Introduce the Word Bank for TION Have your student read through the Word Bank for TION to improve visual memory. There are several ways to spell /shŭn/ and we want students to become very familiar with the words in this Word Bank. This will enable the student to choose the correct spelling of /shŭn/ when he needs to spell one of these words. Word Cards 11-20: Spell on Paper Dictate the words and have your student spell them on paper. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. objection connection education election celebration inspection infection protection invention intention File the Word Cards behind the Review divider. Reinforcement More Words The following words reinforce the concepts taught in Step 3. Have your student spell them for additional practice. celebrate construction perfection 30 collection nation population completion operation selection Step 3: Clues for /shŭn/ Words, Part 1 Reinforcement (continued) Dictate Sentences Dictate several sentences each day. I have no objection to painting the barn pink. The cat had an operation on her front paw yesterday. We hardly need protection from the toothless old lions! If you don’t clean that cut, you’ll get an infection. The whole family voted in the election this year. The construction of our tree house is nearing completion. Beth showed us her gold medal at the celebration. I must finish the inspection of the monkey cages. A good education is so important! Check the telephone connection before you call. Sliced bread was a great invention. Is it your intention to wear those itchy pants all day? Writing Station Dictate each word and have your student write it on paper. Then have your student write original sentences using the new words. photographing uncles cupcakes families parties celebrations You can use the Writing Station as a diagnostic tool. Is your student misspelling any words when he creates his own sentences? Take a look at the types of errors he makes to determine if you need to review or reteach any concepts. Step 3: Clues for /shŭn/ Words, Part 1 31 Step 15 - More Words with /z/ Spelled S In this lesson, your student will learn to spell more words with the sound of /z/ spelled s. You will need: Spelling Strategies Chart, dictionary, Word Bank for /z/ Spelled S, Word Cards 101-110 Review Phonogram Cards Sound Cards Key Cards Word Cards Word Bank for I-Before-E Poem, Part 2 Word Bank for SION New Teaching Discuss Spelling Strategy #6 “The sound of /z/ in the middle of a word can be spelled with either an s or a z. There is no rule that tells us which letter to use, so we have to turn to other spelling strategies.” Take out the Spelling Strategies Chart and point to Strategy #3. “You might want to try Scratch Paper Spelling. Try writing the word both ways, with an s and with a z, and see which looks right.” Point to Strategy #6: Use a Dictionary. “Another important strategy is to use reference books, like a dictionary.” “Let’s practice. The word I want to spell is prize. I hear the /z/ sound in prize, and I need to know if it is spelled with an s or a z.” “First I try Scratch Paper Spelling.” prise prize “If I don’t know which is the accepted spelling, I need to look it up in the dictionary.” Step 15: More Words with /z/ Spelled S 87 New Teaching (continued) When s is between two vowels or before an m, it often says /z/. You may wish to point out that s is the more common spelling of the sound of /z/. Your student may want to try spelling the word with an s first. Demonstrate to your student how you find prize in the dictionary. Verify that prize is spelled with a z. Have your student use the dictionary to find the correct spelling of two of these words: result prison freeze refuse glaze rise Practice Spelling Strategies Take out Word Cards 101-110 and have your student read through them. Spread out the cards and ask the following questions: 1. “What does the letter s say in each of these words?” /z/. 2. “Which word has the sound of /aˉ/ spelled with /aˉ/, two-letter /aˉ/ that we may not use at the end of English words?” Raise. 3. “Which word ends in the sound of /er/?” Visitor. “How is /er/ spelled?” Or. 4. “Which two words have the sound of /eˉ/ spelled with a vowel team?” Season and reason. Introduce the Word Bank for /z/ Spelled S Have your student read through the Word Bank for /z/ Spelled S to improve visual memory. There are several ways to spell /z/ and we want students to become very familiar with the words in this Word Bank. This will enable the student to choose the correct spelling of /z/ when he needs to spell one of these words. 88 Step 15: More Words with /z/ Spelled S New Teaching (continued) This list has one homograph: present You may wish to discuss this homograph and its meanings with older students. Sample sentences: • What a lovely PREsent! • He wasn’t PRE-sent in class. • May I pre-SENT you with this award? Reinforcement Word Cards 101-110: Spell on Paper Dictate the words and have your student spell them on paper. 101. 102. 103. 104. 105. 106. 107. 108. 109. 110. present desire lose season visitor raise reason president closet thousand Please wrap this present for me. Raise your hand if you like tigers. File the Word Cards behind the Review divider. Homophone Pairs Have your student add the following homophone pair to the Homophones List. raise / rays Read the following sentences and have your student point to the correct word on the Homophones List. Denny and Pam have decided to raise a family of bats. They must keep their bats away from the sun’s rays. “Those bats raise the hair on my head,” said their mother. “Why? They don’t shoot poison rays from their eyes!” they replied. Step 15: More Words with /z/ Spelled S 89 Reinforcement (continued) More Words The following words reinforce the concepts taught in Step 15. Have your student spell them for additional practice. deserve prison enclose resist imprison result museum suppose noise Dictate Sentences Dictate several sentences each day. Deb has no desire to dig for worms after dark. The visitor was lost in the museum for over six hours. I know you have a good reason to be dressed like a crab. How many matches did your team lose last season? Rick just can’t resist those greenish sticks of gum. The president decided to close the biggest prison in the state. Frank heard a noise in the closet and dove under the covers. Did she deserve to win the starring role in the play? We were present when the thousand knights bravely rode to war. Jumping in a muddy puddle may result in dirty feet. The milkman and his wife raise mostly cows and monkeys. I suppose I could enclose those forty fields of yellow roses. Writing Station Dictate each word and have your student write it on paper. Then have your student write original sentences using the new words. engines brake used 90 continued honked testing Step 15: More Words with /z/ Spelled S Step 18 - Plurals of Words Ending in O In this lesson, your student will learn four new phonograms and how to make the plural form of words ending in o. You will need: letter tiles ui, gn, our, and ci, Phonogram Cards 69-72, Sound Cards 83-86, Make It Plural Book, dictionary, Word Cards 121-130 Review Phonogram Cards Sound Cards Key Cards Word Cards Word Bank for I-Before-E Poem, Part 1 Word Bank for SION New Teaching Teach New Phonograms UI, GN, OUR, and CI “We have four new tiles today.” Point to the ui tile. ui “This tile says /o–o/. Repeat after me: /o–o/.” Student repeats. Point to the gn tile. gn “This tile says /n/, two-letter /n/ used at the beginning or end of a word. Repeat after me: /n/, two-letter /n/ used at the beginning or end of a word.” Student repeats. Point to the our tile. our “This tile says /er/ as in journey. Repeat after me: /er/ as in journey.” Student repeats. Words containing phonogram ci will be taught in Level Six. Point to the ci tile. ci “This tile says /sh/, short-letter /sh/. Repeat after me: /sh/, short-letter /sh/.” Student repeats. Step 18: Plurals of Words Ending in O 97 New Teaching (continued) “Write down the letters c and t. Which letter is taller?” The letter t. Help your student see that ti is called tall-letter /sh/ because t is the taller letter, and ci is called short-letter /sh/ because c is the shorter letter. “Two of these tiles are vowel teams, one is a consonant team, and one says the sound of /sh/. Let’s put them in the right spots in our letter tile setup.” Help your student organize the new tiles. Store the new tiles under the following labels: Vowel Teams ui Consonant Teams The Sound of /sh/ gn ci our Take out Phonogram Cards 69-72 and practice them with your student. Practice Sound Cards 83-86 with your student. Dictate the sound and have your student write the phonogram. File the cards behind the appropriate Review dividers in the Spelling Review Box. Pluralize Words Ending in O Make It Plural Build the word radio with letter tiles. r a d i o “What is the plural of radio?” Radios. “Right. To make this word plural, we just add the suffix s.” r Answer Key radios studios stereos patios videos curios zoos 98 a d i o s Substitute suffix es for the s. “If we added suffix es, there would be three vowels in a row, and that would look funny.” “If a word ends in a vowel plus o, just add the suffix s. “Turn to Plural Pattern 6 in your Make It Plural Book. Next to each word, write the plural.” Step 18: Plurals of Words Ending in O New Teaching (continued) Help your student complete the worksheet. If additional practice is necessary, use the letter tiles to demonstrate the concept. Build the word hero with letter tiles. h e r o “What is the plural of hero?” Heroes. “What letter comes just before the o?” R. “If a word ends in a consonant plus o, we need to consult the dictionary. For some words you add suffix s; for other words, you add suffix es. Help your student look up the word hero in the dictionary. Point out where the dictionary shows the plural form of the word in the entry. Answer Key memos heroes pianos tornadoes/tornados volcanoes/volcanos tomatoes avocados autos torpedoes “So you see that for this word we have to add suffix es.” h e r o es “Turn to Plural Pattern 7 in your Make It Plural Book. Next to each word, write the plural.” Help your student complete the worksheet. If additional practice is necessary, use the letter tiles to demonstrate the concept. With your student, read through the Interesting Facts on page 9 of the Make It Plural Book. Practice Spelling Strategies Take out Word Cards 121-129 and the Spelling Strategies Chart. (Set aside Word Card 130 for now.) Have your student study the words and use whichever spelling strategies are helpful to him. Here are some suggestions: • For each word, spell the base word first, then make it plural. • Find the two musical terms (pianos and solos). Do they form a plural by adding s or es? radios (Divide the word into syllables: /ra–di–o/. What sound does the i make in this word?) Step 18: Plurals of Words Ending in O 99 New Teaching (continued) potatoes Divide the word into syllables: /po–ta–toes/. Pronounce each syllable for spelling. tomatoes Divide the word into syllables: /to–ma–toes/. Pronounce heroes pianos each syllable for spelling. Divide the word into syllables: /he–roes/. Pronounce each syllable for spelling. Divide the word into syllables: /pi–an–os/. What sound does the i make in this word? tornadoes Divide the word into syllables: /tor–na–does/. Pronounce each syllable for spelling. volcanoes Divide the word into syllables: /vol–ca–noes/. Pronounce solos rodeos each syllable for spelling. Divide the word into syllables: /so–los/. Divide the word into syllables: /ro-de-os/. Teach a Rule Breaker “Today’s word list includes a Rule Breaker.” Build the word listen. l i s t e n “This word is listen. Look at the word and listen carefully as I say it: listen. What do you notice about the pronunciation of this word?” You don’t pronounce the t. “Right. The t is silent in this word. Listen is a Rule Breaker because the t doesn’t say the sound we expect it to say.” Take out Word Card 130. “Circle the t in this word.” Student circles the letter and fills in the circle with yellow pencil. “Write the word listen.” Student writes the word. 100 Step 18: Plurals of Words Ending in O New Teaching (continued) Is it tornados or tornadoes? Volcanos or volcanoes? These two words can be written either way. In such cases, most dictionaries will list their preferred spelling first, but the preference can vary from resource to resource. Other words that can be written either way include: zeros / zeroes dominos / dominoes mosquitos / mosquitoes Reinforcement Word Cards 121-130: Spell on Paper Dictate the words and have your student spell them on paper. 121. 122. 123. 124. 125. 126. 127. 128. 129. 130. radios potatoes tomatoes heroes pianos tornadoes volcanoes solos rodeos listen File the Word Cards behind the Review divider. Dictate Sentences Dictate several sentences each day. Twenty-two tornadoes swept swiftly across the nation. Ron gave plastic radios to all the kids in the neighborhood. Every year we plant and pick our own potatoes. We made working volcanoes out of paper and glue. Those tigers have long claws and noses as red as tomatoes. The president pinned badges on the shirts of the heroes. Tuning pianos and teaching music is our family business. Sam played three trumpet solos at the event last night. We take our horses to ten different rodeos each summer. Some of the quickest birds can run fifteen miles an hour. Our goats escaped from the barn and fled to the cliffs. If you listen to the river you’ll hear music in the water. Step 18: Plurals of Words Ending in O 101 Reinforcement (continued) Writing Station Dictate each word and have your student write it on paper. Then have your student write original sentences using the new words. proves rearrange where 102 clues items unhelpful Step 18: Plurals of Words Ending in O appendix b Scope and Sequence of Level Five 5 Your Student Will: Review concepts taught in previous levels Learn phonograms si and ie Alphabetize words to the second letter Spell words with the sound of /kt/ spelled ct Alphabetize words to the third letter Learn more words ending in tion Alphabetize words to the fourth letter Learn to spell words ending in ss Look up specific letters in a dictionary Spell words with the sound of /shŭn/ spelled sion Learn more words with the second sound of th Learn how to add two suffixes to a word Analyze two ways to spell the sound of /shŭn/ Spell words with /eks/ and /egs/ spelled ex Use guide words to look up words in a dictionary Learn phonogram ough Spell words with the sound of /ŭ ff/ spelled ough Spell the names of common holidays Learn about unaccented syllables Spell words with or in unaccented syllables Review five ways to spell the sound of /er/ Learn Part 1 of the I-Before-E Generalization Spell words with the sound of /e/ spelled ie Learn Part 2 of the I-Before-E Generalization Spell words with the sound of /eˉ / spelled ei Discuss a new spelling strategy Analyze nine ways to spell the sound of /eˉ / Spell more words with Silent E Learn more words with the sound of /z/ spelled s Discuss a new spelling strategy Review four ways to make words plural Pluralize words ending in f and fe Learn phonograms ui, gn, our, and ci Pluralize words ending in o Spell words ending in /ij/ spelled age Form irregular plurals Spell words with the sound of /o–o / spelled ui Learn about words with the same plural and singular form Spell words with the sound of /n/ spelled gn Learn the Doubling Rule for adding vowel suffixes Spell words with ar in an unaccented syllable Spell words with /awt/ spelled ought Spell words with a followed by l Learn more words with long e spelled ea Spell words with the sound of /ŭ / spelled ou Spell words with the sound of /er/ spelled our Spell words with the sound of /oˉ / spelled oo Analyze six ways to spell the sound of /er/ Appendix B: Scope and Sequence of Level Five 5 Step 1 1 1 2 2 3 3 4 4 5 5 5 6 7 7 8 8 8 9 9 10 11 11 12 12 12 13 14 15 15 16 17 18 18 19 19 20 20 21 22 23 24 24 25 26 27 27 28 149
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